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THE CHALLENGE OF CULTURE CHANGE:
EMBEDDING RESTORATIVEPRACTICES IN SCHOOLS
Based on presentation by Margaret ThorsborneManchester, 2005
andpaper by Blood and Thorsborne - IIRP website www.iirp.org (follow links to IIRP conference papers “Building a Global
Alliance”, Sydney, 2005)
Organisations with a traditional culture no
longer produce anywhere close to the results required….and these cultures are extremely resilient…….highly resistant to change
Lee, 2004
Culture is the result of messages that are received about what is really valued. People align their behaviour to these messages in order to fit in. Changing culture requires a systematic and planned change to these messages, whose sources are behaviour, symbols and systems.
Taylor, 2004
MESSAGE MANAGEMENTMESSAGE MANAGEMENT
• Messages from behaviour:
The management team and those considered important are watched by others
• Messages from symbols: Actions, decisions and situations visible to a large
number of people - and to which they attribute meaning• Messages from systems: How your organisation rewards, measures, manages
and communicates what is important Taylor, 2004
TRANSFORMATIONAL CHANGETRANSFORMATIONAL CHANGE
The most significant determinant of your organisation’s culture will be the leadership style
of managers at all levels
Lee, 2004
TRANSFORMATIONAL PROCESSTRANSFORMATIONAL PROCESS
….will change mind-sets, target values and build
a culture which can truly support new strategies and organisational aspirations.
However it can only be driven by passionate and persistent leadership at the top.
Therefore, transformational change begins with transforming the mind-sets of managers.
Lee, 2004
STAGESSTAGES
1. Gaining Commitment
2. Developing a Shared Vision
3. Developing Responsive and Effective Practice
4. Developing a Whole School Approach
5. Professional Relationships
MAKING A CASE FOR CHANGEMAKING A CASE FOR CHANGE
Building the case for investing in cultural improvement requires a thorough
understanding of the cost of the current culture
Taylor, 2004
FIVE FUNDAMENTAL FIVE FUNDAMENTAL LEADERSHIP PRACTICESLEADERSHIP PRACTICES
• Challenging the process
• Inspiring a shared vision
• Enabling others to act
• Modeling the way, and
• Encouraging the heartKouzes & Posner (1997)
BUILDING A CASE FOR CHANGEBUILDING A CASE FOR CHANGE
Identifying the need (the cost of current practice):
• Qualitative data - wide dissatisfaction with the ineffectiveness of current practice - conversations in staff rooms and staff meetings, student and parent feedback, school reviews, union involvement
• Quantitative data -survey data e.g. bullying, student safety and well-being/mental health; exclusion and suspension rates, detention rates, overuse of time-out facilities, student absences, staff absences, stress/sick leave, measures of student engagement/disengagement, academic results, retention figures………need to unpack data for meaning
ESTABLISHING BUY-INESTABLISHING BUY-IN
• Share school data and RJ research with senior and middle managers, student support services, governing bodies, parent bodies, local government and other agencies
• Engage senior levels in the department (at state, regional and district offices) professional bodies e.g. principal’s associations, unions
• Identify schools which are ready to take up organisational change - negotiate an MOU regarding obligations, accountabilities, support mechanisms
• Identify dedicated leadership team within the school to anchor the change program
DEVELOPING A SHARED VISIONDEVELOPING A SHARED VISION
Key people must be clear about the organisational goals - what the organisation will look like when they get there - and being very clear about what they want to measure and how that will happen and why it is important
But more than anything, they must understand that this will mean, in all likelihood, a change in the culture - that is, “how we do things around here” or “how we do everything around here”
PREFERRED OUTCOMESPREFERRED OUTCOMES• Shift towards positive relationship
management• Balance between prevention, intervention and
crisis management• Improvement in statistics (detention, time-out,
suspensions, exclusions, absenteeism,) & increased options for managing behaviour
• Staff who are struggling with discipline are identified early and supported in meaningful ways
• Quality and nature of the dialogue about kids is supportive
PREFERRED OUTCOMES PREFERRED OUTCOMES (CONTINUED)(CONTINUED)
• Case management approach to problem-solving
• Classroom teachers solve more issues themselves
• Students are self-regulating and better problem-solvers
• Survey data shows improvements over a variety of measures (e.g. safety, wellbeing, school connectedness, staff morale and stress levels, parent satisfaction)
• Greater engagement in curriculum, increased retention rates
TRAINING, MAINTENANCE AND TRAINING, MAINTENANCE AND SUPPORTSUPPORT
• What model of training is to be used (given adult learning needs)?
• Who gets trained and in what order?• Costs of training? Funding sources?• Managing staff turnover and relief teachers, and
induction for new students and their families• Collegial support and supervision• Ongoing CPD and access to latest research• Increasing the range of options• Networking
MONITORING FOR QUALITY MONITORING FOR QUALITY STANDARDSSTANDARDS
The acquisition of new skills requires coaching in a climate of encouragement, honest
feedback and support particularly when we are shifting from ingrained traditional approaches………….data collection, continuous improvement loop and
professional dialogue
MONITORING AND SUPPORTING MONITORING AND SUPPORTING BEST PRACTICEBEST PRACTICE
• RP coordinator - staffing implications• Integrity of practice amongst senior and middle
managers• Collegial support and resourcing for preparation,
facilitation and debriefing for high level interventions e.g. conferences
• Supportive approach to supervision of Restorative Practice
• Access to latest research/reading• Provision of high quality ongoing PD
Whole School(Big Picture)
Preferred Outcomes
Whole School(Big Picture)
Preferred Outcomes
Best Practice
System and SchoolImperatives
Hierarchy of Responses(proactive-reactive)
Relational/RestorativePhilosophy
Behaviour Mgt PolicyReview & Development
VERTICAL CONSISTENCYVERTICAL CONSISTENCY
• PHILOSOPHY
• POLICY
• PROCEDURES
• PRACTICE
MANAGING THE TRANSITIONMANAGING THE TRANSITION
• Identify core group to lead• Keep up the dialogue • Take a long term strategic approach (3-5 years)• Understand the tensions• Work first with interested staff• Leave old structures/processes in place in parallel• Involve as many staff as possible in restorative processes• Explain decisions, share improvements in data, stories • Use a restorative approach for staff matters• Walk the talk and hold steady in the face of criticism• Participate in professional forums and networks
TIMEFRAME & INDICATORS TIMEFRAME & INDICATORS OF CHANGEOF CHANGE
12-18 12-18 monthsmonths
Changing dialogue. Pockets of practice. Improved statistics. Gaining Commitment. Increased options for managing behaviour.
12-24 12-24 monthsmonths
Altered dialogue & processes. Alignment of policy & procedure. Increased skill development. School community commitment.
TIMEFRAME & INDICATORS OF TIMEFRAME & INDICATORS OF CHANGE CHANGE (Continued)(Continued)
24- 36 24- 36 monthsmonths
Embedding of practice at all levels. Altered operating framework. Reviewing policy and procedure.Creative solutions emerge.
4-5 years4-5 years Best Practice. Behaviour change embedded. Cultural change across school
community.
WIDENING THE LENSWIDENING THE LENS
By thinking more broadly
within a whole school approach
it becomes possible to see where else restorative philosophy can be applied
PROFESSIONAL RELATIONSHIPSPROFESSIONAL RELATIONSHIPS
• Promote openness, honesty, transparency and fairness
• Use Restorative Approaches for managing staff issues
• Challenge practice & behaviour in a supportive way
• Engage whole staff and wider school community• Management walking the talk
DIFFUSION MODEL OF DIFFUSION MODEL OF INNOVATIONINNOVATION
3% 34% 34%13% 16%
EarlyAdopters
Innovators LaggardsEarlyMajority
LateMajority
Rogers, 95